Early Education and Development

Article	Citations
Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong Kong	131
When Fulfillment is Not Enough: Early Childhood Teacher Occupational Burnout and Turnover Intentions from a Job Demands and Resources Perspective	72
STEM Education in Early Childhood: A Review of Empirical Studies	45
Preschool Parents’ Views of Distance Learning during COVID-19	42
Teacher’s Role in Fostering Preschoolers’ Computational Thinking: An Exploratory Case Study	36
Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions	34
The Interplay among Early Childhood Teachers’ Social and Emotional Well-Being, Mental Health Consultation, and Preschool Expulsion	33
Work Climate in Early Care and Education and Teachers’ Stress: Indirect Associations through Emotion Regulation	31
Burnout and Teacher–Child Interactions: The Moderating Influence of SEL Interventions in Head Start Classrooms	30
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions	29
STEM for Inclusive Excellence and Equity	28
Online Learning and Parent Satisfaction during COVID-19: Child Competence in Independent Learning as a Moderator	26
Social Emotional Learning for Teachers (SELF-T): A Short-term, Online Intervention to Increase Early Childhood Educators’ Resilience	25
Home Learning Environments for Young Children in the U.S. During COVID-19	22
Reflective Supervision/Consultation and Early Childhood Professionals’ Well-Being: A Qualitative Analysis of Supervisors’ Perspectives	21
Chinese Parents’ Scaffolding and Children’s Initiative in Mother–Child and Father–Child Interactions across Different Types of Problem-solving Activities	21
Everyday Heroes: The Personal and Economic Stressors of Early Care and Education Teachers Serving Low-Income Children	20
“Once Upon A Star”: A Science Education Program Based on Personification Storytelling in Promoting Preschool Children’s Understanding of Astronomy Concepts	20
Mindfulness for Preschoolers: Effects on Prosocial Behavior, Self-Regulation and Perspective Taking	18
Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being	17
Embodied and Social-Emotional Learning (SEL) in Early Childhood: Situating Culturally Relevant SEL in Asian, African, and North American Contexts	17
Using an Inquiry-Based Science and Engineering Program to Promote Science Knowledge, Problem-Solving Skills and Approaches to Learning in Preschool Children	17
Special Issue: Narrowing the Digital Divide in Early Childhood: Technological Advances and Curriculum Reforms	16
Influences of Gender and Socioeconomic Status on Children’s Use of Robotics in Early Childhood Education: A Systematic Review	16
An Analysis of the Nature of Young Students’ STEM Learning in 3D Technology-Enhanced Makerspaces	15

Stability and Change in Early Social Skills Development in Relation to Early School Performance: A Longitudinal Study of A Swedish Cohort	14
Promoting Preschoolers’ Mental-Emotional Conceptualization and Social Understanding: A Shared Book-Reading Study	14
Early Sources of Children’s Math Achievement in Chile: The Role of Parental Beliefs and Feelings about Math	14
Academics of the Early Primary Grades: Investigating the Alignment of Instructional Practices from Pre-K to Third Grade	14
Promoting Social Pretend Play in Preschool Age: Is Providing Roleplay Material Enough?	13
Teacher-Level Predictors of the Fidelity of Implementation of a Social-Emotional Learning Curriculum	13
Enacting Content-rich Curriculum in Early Childhood: The Role of Teacher Knowledge and Pedagogy	13
Family Environment Profile in China and Its Relation to Family Structure and Young Children’s Social Competence	13
Developing Culturally and Developmentally Appropriate Early STEM Learning Experiences	13
Moral Reasoning and Moral Behavior: Intersections of Reasoning with Aggressive Forms and Functions in Early Childhood	12
Parenting Styles and Social Competence in Chinese Preschoolers: A Moderated Mediation Model of Singleton and Self-regulation	12
Profiles and Predictors of Young Children’s Digital Literacy and Multimodal Practices in Central China	12
Early Childhood Special Education Teachers’ Job Burnout and Psychological Stress	12
An Exploratory Study about Patterns of Parental Home Literacy Activities during the COVID-19 Confinement among Spanish Families	11
Parental Behaviors and Involvement in Children’s Digital Activities among Israeli Jewish and Arab Families during the COVID-19 Lockdown	11
Exploring the Links between Unsociability, Parenting Behaviors, and Socio-Emotional Functioning in Young Children in Suburban China	11
“I‘m Literally Drowning”: A Mixed-Methods Exploration of Infant-Toddler Child Care Providers’ Wellbeing	11
With Awareness Comes Competency: The Five Awarenesses of Teaching as a Framework for Understanding Teacher Social-Emotional Competency and Well-being	11
¿Read Conmigo?: The Effect of Code-switching Storybooks on Dual-Language Learners’ Retention of New Vocabulary	10
Parental Stress and Home Activities for Young Children during the Stay-at-home Quarantine Time in China	10
Aladdin’s Genie or Pandora’s Box for Early Childhood Education? Experts Chat on the Roles, Challenges, and Developments of ChatGPT	10
Improving Early Care and Education Professionals’ Teaching Self-Efficacy and Well-Being: A Mixed Methods Exploratory Study	10
The Effects of COVID-19 on Young Children’s and Their Parents’ Activities at Home	9
Stories beyond Books: Teacher Storytelling Supports Children’s Literacy Skills	9
The Impact of Two-Child Policy on Early Education and Development in China	9
Family SES and Self-Regulated Learning in Chinese Preschoolers: A Mediation Analysis of Parental Educational Expectation and Home-based Involvement	9
Summer Preschools for Syrian Refugee and Host Community Children in Turkey: A Model of Contextually Sensitive Early Intervention	8
Exploring the Role of Play Behaviors in the Links between Preschoolers’ Shyness and Teacher-Child Relationships	8
Pathways to Low-Income Children’s Self-Regulation: Child Temperament and the Qualities of Teacher–Child Relationships	8
Teacher and Classroom Predictors of Preschool Teacher Stress	8
Relations Among Low-Income Preschool Children’s Self-Regulation, Marginal Food Security, and Parent Stress	8
Mothers’ Reactions to Children’s Emotion Expressions in Different Cultural Contexts: Comparisons across Nepal, Korea, and Germany	8
The Cognitive Benefits of Participating in Structured Sports for Preschoolers	8
Early Childhood Professional Well-being as a Predictor of the Risk of Turnover in Early Head Start & Head Start Settings	8
Preschoolers’ Profiles of Self-regulation, Social-emotional and Behavior Skills and Its Prediction for a Successful Behavior Adaptation during the Transitional Period from Preschool to Elementary Scho	8
Family Cohesion Facilitates Learning-Related Behaviors and Math Competency at the Transition to Elementary School	7
Teacher–child Interaction and Preschoolers’ Learning Behavior in China: A Piecewise Growth Model	7
Effects of Household and Environmental Adversity on Indices of Self-Regulation for Latino and African American Preschool Children: Closing the School Readiness Gap	7
Using Number Games to Support Mathematical Learning in Preschool and Home Environments	7
Home Environment and Development of English as A Second/Foreign Language for Young Children in Asian Contexts: A Systematic Review and Meta-analysis*	7
Family Literacy Activities and Their Interplay with Family and Preschool Language Environments: Links to Gains in Dual Language Learners’ German Vocabulary	7
Exploring Barriers to Early Childhood Teachers’ Implementation of a Supplemental Academic Language Curriculum	7
Rate of Growth of Preschool-Age Children’s Oral Language and Decoding Skills Predicts Beginning Writing Ability	7
An Exploration of Early Childhood Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK) in Mainland China	7
Socio-Emotional Learning among Low-Income Prekindergarteners: The Roles of Individual Factors and Early Intervention	7
Social Mastery Motivation Mediates the Link between Parental Responsiveness and Children’s Social-emotional Competence	7
Refugee Children’s Early Development during Attendance of Specialized Preschool Programs and Transition into First Grade in Germany	7
The Role of Home Literacy Practices in Kindergarten Children’s Early Writing Development: A One-Year Longitudinal Study	7
Exploring the Relationships between Scientific Epistemic Beliefs, Science Teaching Beliefs and Science-Specific PCK among Pre-Service Kindergarten Teachers in China	7
Measuring Being “Developmentally on Track”: Comparing Direct Assessment and Caregiver Report of Early Childhood Development in Bangladesh, China, India and Myanmar	7

The Benefits of Buddies: Strategically Pairing Preschoolers with Other-Gender Classmates Promotes Positive Peer Interactions	6
Are Chinese Parents Willing to Have a Second Child? Investigation on the Ideal and Realistic Fertility Willingness of Different Income Family	6
Preschool Education Demand in China by 2035: A Prediction Analysis	6
SES, Relative Deprivation, Perceived Kindergarten Support and Turnover Intention in Chinese Teachers during the COVID-19 Pandemic: A Moderated Mediation Model	6
Shared-Reading Onset and Emergent Literacy Development	6
The Accessibility, Quality, and Administration of Childcare Services for Birth to 3 Years under China’s Universal Two-child Policy	6
“I Love This Story!” Examining Parent-Child Interactions during Storybook Reading	6
Structural and Process Quality in Early Childhood Education and Care Provisions in Poland and the Netherlands: A Cross-National Study Using Cluster Analysis	6
Profiles of Approaches to Learning and the Relationship with Academic School Readiness in Chinese Preschoolers	5
Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills	5
Teachers’ Emotional Expressiveness and Coping Reactions to Students’ Emotions: Associations with Students’ Social-Emotional Competences and School Adjustment	5
Associations between Consistent and High-quality Teacher-child Interactions and Preschool Children’s Self-regulation and Activity in the Stress Response System	5
Preschool Children’s Use of Digital Devices and Early Development in Hong Kong: The Role of Family Socioeconomic Status	5
Measuring Parental Literacy Beliefs in a Socio-Economically, Linguistically and Ethnically Diverse Sample	5
Moral Stories and Young Children’s Confession of Misdeeds in Relation to Their Perception of Honesty and Its Consequences	5
Meeting 24-hour movement behavior guidelines in young children: Improved quantity estimation and self-regulation	5
How are Preservice Early Childhood Professionals’ Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Tod	5
Scotland Embarks on a National Outdoor Play Initiative: Educator Perspectives	5
Mothers’ Sophisticated Vocabulary Input and Children’s Story Comprehension	5
Multiple Approaches for Assessing Within-Day Stability in Teacher-Child Interactions	5
Purposes, Places, and Participants: A Systematic Review of Teacher Language Practices and Child Oral Language Outcomes in Early Childhood Classrooms	5
Examining Early Composing: Children’s Differential Writing Performance Based on Task Context and Scoring Conceptualization	5
School Readiness Beliefs of Dominican and Salvadoran Immigrant Parents	5
Nudging Early Educators’ Knowledge, Beliefs, and Practices: An Embedded Randomized Controlled Trial of Text Message Supports	5
I Can Succeed for Preschools: A Randomized Control Trial of a New Social-emotional Learning Program	5
Parental Acculturation Attitudes: Direct and Indirect Impacts on Children’s Second Language Acquisition	5
Children’s Connectedness with Siblings and Friends from Early to Middle Childhood during Play	5
Mind Mapping during Interactive Book Reading in Early Childhood Classrooms: Does It Support Young Children’s Language Competence?	5
Children’s School Feelings and Adaptation During the Transition From Kindergarten to Primary School in China	5
Peer Interaction Patterns in Mixed-Age and Same-Age Chinese Kindergarten Classrooms: An Observation-based Analysis	4
Imaginative Children in the Classroom: Mixed-Methods Examining Teacher Reported Behavior, Play Observations and Child Assessments	4
Profiles of Provision for Learning in Preschool Classrooms in Rural China: Associated Quality of Teacher-child Interactions and Teacher Characteristics	4
Dual Language Development of Chinese 3- and 4-Year-Olds: Associations with the Family Context and Teachers’ Language Use	4
Studying Children’s Social-Emotional Development in School and at Home through a Cultural Lens	4
Effectiveness of Puhui Kindergartens' Development in China: A Parental Evaluation	4
Leadership at Play in Preschool Children: A Systematic Synthesis of Nearly Nine Decades of Research	4
Attachment behaviors toward teachers and social preference in preschool children	4
Socioemotional Competencies of Indonesian Preschoolers: Comparisons between the Pre-Pandemic and Pandemic Periods and among DKI Jakarta, DI Yogyakarta and West Java Provinces	4
Examining the Factor Structure of the Classroom Assessment Scoring System Toddler (CLASS-T) in Early Head Start and Subsidized Child Care Classrooms	4
Promoting Social Emotional Learning through Shared Book Reading: Examining Teacher’s Strategies and Children’s Responses in Kindergarten Classrooms	4
A Validation Study of the Assessing Classroom Sociocultural Equity Scale (ACSES) in Pre-Kindergarten to Third Grade Classrooms	4
Assessing Quality Quickly: Validation of the Responsive Interactions for Learning - Educator (RIFL-Ed.) Measure	4
Preschool Parents’ Perceptions of Early Care and Education Arrangements: A Latent Profile Analysis	4
Promoting a Person-Centered Approach to Strengthening Early Childhood Practices that Support Social-Emotional Development	4
Poverty, Parent Involvement, and Children’s Reading Skills: Testing the Compensatory Effect of the Amount of Classroom Reading Instruction	3
The Fusion of Constructivism and Instructivism in Chinese Kindergartens: An Analysis of the Teaching Dialogues in the Engineer Block Building Activities	3
Effects of a Teacher Classroom Management program on preschool teachers’ practices and psychological factors: A randomized trial with teachers of children from economically disadvantaged families	3
A Randomized Controlled Trial of an Emotion Socialization Intervention in Norwegian Kindergartens	3
Investigating U.S. Preschool Teachers’ Math Teaching Knowledge in Counting and Numbers	3
Mother-Toddler Shared Reading with Electronic versus Print Books: Mothers’ Language Use and Perspectives	3
Chinese Preschool Teachers’ Implementation of Practices to Support Young Children’s Social-Emotional Competence	3
An Examination of Current Leadership Practices in Early Childhood and Early Childhood Special Education: A Mixed Methods Study	3
Early Childhood Education, Language of Instruction, and Child Development in Myanmar: Comparisons among Ethnolinguistic Groups	3
Linking Social-Emotional Competence to Behavioral and Academic Adjustment among Chinese Kindergarten Children: A Multilevel Approach	3
Who, What, and Where: Classroom Contexts for Preschool Writing Experiences	3
Does Screen Media Hurt Young Children’s Social Development? Longitudinal Associations Between Parental Engagement, Children’s Screen Time, and Their Social Competence	3
Parents’ Trust in Their Child’s Preschool: Associations with Child and Family Characteristics and Aspects of Parent-Preschool Communication	3
The Social Validity of Content Enriched Shared Book Reading Vocabulary Instruction and Preschool DLLs’ Language Outcomes	3
To What Extent Can Community-based Playgroup Programmes Targeting Low-income Children Improve Learning Outcomes Prior to Entering the Reception Year in South Africa? A Quasi-experimental Field Study	3
Teacher Education and the Quality of Teacher-Child Interactions: New Evidence from the Universe of Publicly-Funded Early Childhood Programs in Louisiana	3
Translation and Validation of the Chinese Version of the Problematic Media Use Measure	3
Process Quality in Toddler Classrooms in Four European Countries	3
How Education Stakeholders Made Sense of the Types of Learning Experiences Children are and Should be Having in Kindergarten and Why	3
Is the Brief Version of the Child Abuse Potential Inventory a Valid and Reliable Measure for Childcare Providers?	3
Preschool Teachers’ Emotion Socialization and Child Social-Emotional Behavior in Two Countries	3
Mining the Gap: Analysis of Early Mathematics Instructional Quality in Pre-Kindergarten Classrooms	3
Home Language Environment and Executive Functions in Mexican American and Chinese American Preschoolers in Head Start	3
Examining effortful control as a moderator in the association of negative parenting and aggression among Hong Kong Chinese preschoolers	3
Shyness and Socio-emotional Adjustment Difficulties in Urban Chinese Kindergartners: The Moderating Role of Child Effortful Control	3
Measuring Readiness for Kindergarten Using the Desired Results Developmental Profile	3
An Initial Investigation of the CIRCLE Infant-Toddler Teacher Training for Toddler Teachers	3
The Associations of Parental Support with First-Grade Primary School L2 Chinese Learners’ Ideal Selves, Motivation, Engagement, and Reading Test Performance in Hong Kong: A Person-Centered Approach	3
Brief Stories of Successful Female Role Models in Science Help Counter Gender Stereotypes Regarding Intellectual Ability among Young Girls: A Pilot Study	3
Physical Well-being in Early Childhood Teachers: Correlates of Work-related Musculoskeletal Issues and Fitness among these “Educational Athletes”	3
Habla Conmigo: Teachers’ Spanish Talk and Latine Dual Language Learners’ School Readiness Skills	3
Relationships as Malleable Factors for Children’s Social-Behavioral Skills from Preschool to Grade 1: A Longitudinal Analysis	3
Virtual Kindergarten Readiness Programming for Preschool-Aged Children: Feasibility, Social Validity, and Preliminary Impacts	3
Does Organizational Commitment Buffer the Relation between Work-to-family Conflict and Emotional Exhaustion in Chinese Preschool Teachers?	2
How Parental Migration Status Affects Early Development of Rural Children: The Indirect Role of Family Socioeconomic Status and Home Environment	2
Learning Behaviors Mediate Associations between Parent-reported Peer Play Skills and Literacy and Mathematics Skills for Low-income Preschool Children	2

English Expressive Narrative Skill Matters for Sociodramatic Play in Classrooms with Multiple Home Languages Represented	2
Has the COVID-19 Pandemic Widened the Urban-Rural Gap in Early Child Development in China? Evidence from the Rural Side	2
The Influence of Parent-grandparent Co-parenting on Children’s Problem Behaviors and Its Potential Mechanisms	2
Are Second-born Children More Empathetic than Only Children? A Study on Empathy Development of Chinese Preschoolers	2
Committed Compliance and Maternal Parenting Behaviors Predict Internalization of Rules and Externalizing Behaviors in Chinese Preschool Children	2
The Role of Peer Victimization in Predicting Aggression and Internalizing Problems in Early Childhood: The Moderating Effect of Emotion Regulation and Gender	2
Links between Parent-Child Emotion Talk and Preschoolers’ Socioemotional Behaviors in Chinese-Heritage Families	2
Reading Curriculum-Based Measures for Universal Screening in Monolingual Spanish First Graders	2
Young Children’s and Teachers’ Perceptions of Affective Teacher-Child Relationships: A Cross-Cultural Comparison Between the Netherlands and China	2
Preschool Children’s Engagement and School Readiness Skills: Exploring Differences between Spanish-speaking Dual Language Learners and Monolingual English-speaking Preschoolers	2
Children’s Social Understanding Scale-Short Form: Adaptation to Turkish Sample	2
Correlates of Early Handwriting: Differential Patterns for Girls and Boys	2
A Majority-World Perspective on Early Childhood Teachers’ Understanding of Children’s Social-Emotional Development: An Exploratory, Cross-National Study in Nepal and Kenya	2
The Influence of Context on the Abstraction Level of Children’s Conversations in the Preschool Classroom	2
Bidirectional Relations among Paired Associate Learning, Language-Specific Skills and Chinese Word Reading in Kindergarten Children	2
The Educational Technology Divide in Glocalisation: A Perspective for Interpreting Early Childhood Teachers’ Practices of ICT Implementation	2
Profiles of Dysregulation Moderate the Impact of PreschoolTeacher–Student Relationships on Elementary School Functioning	2
Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure: Predicting First-Grade Reading from Kindergarten Entry Assessment (KEA) Data	2
Measuring Preschool Teachers’ Social-emotional Practices: A Comparison of Two Measures	2
The Relationship Between Early Childhood Teachers’ Professional Development in Physical Education and Children’s Fundamental Movement Skills	2
Introduction to the Special Issue on Kindergarten Entry Assessments: Policies, Practices, Potential Pitfalls, and Psychometrics	2
Can Temperament Predict School Readiness in At-Risk Kindergarteners? A Combination of Variable-Oriented and Person-Oriented Approaches	2
Opportunities to Talk Matter in Shared Reading: The Mediating Roles of Children’s Engagement and Verbal Participation in Narrative Listening Comprehension	2
Preschool Behavioural and Emotional Outcomes Associated with Participation in Early Childhood Education and Care	2
Early Education Program Racial and Ethnic Composition and Associations with Quality and Children’s Language and Social-Emotional Development	2
Variations in Pre-Kindergarten Classroom Quality Ratings across the School Year: Observation Ratings from New York City’s Pre-K for All	2
Latent Growth Trajectories of Peer Context Behavior Problems across Preschool, Kindergarten and First Grade	2
Quality of Caregiver–child Interactions in Early Child Care Centers in Bangladesh: Measurement and Training	2
Teacher-Child Interaction Domains Measured by the CLASS and Children’s Pre-Literacy Skills: A Systematic Review and Meta-Analysis	2
Student-Teacher Ethnoracial Matching in the Earliest Grades: Benefits for Executive Function Skills?	2
“At First I Wouldn’t Talk so Much…”: Coaching and Associated Changes in Language-Supportive Self-Efficacy among Infant/Toddler Educators	2
Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher–Student Conflict in Childhood	2
Learning Satisfaction with Online Teaching Video Cases Among Pre-Service Preschool Teachers in China	2
Identifying Levers for Improvement: Examining Proximal Processes and Contextual Influences on Preschool Language Development	2
How the Amount of Teacher Spanish Use interacts with Classroom Quality to Support English/Spanish DLLs’ Vocabulary	2
Multimodal Numerical Interactions during Mother-Child Picture Book Reading	2
Number Sense Development During the Preschool Years: Relations Within and Between Key Skill Indicators	2
Promoting Preschoolers’ Social and Emotional Competencies Through Emotion-Focused Teaching	2
Exploring the Associations among Chinese Kindergartners between Academic Achievement and Behavioral, Cognitive and Emotional Self-Regulation	2
Chinese Model of Digital Leadership in Early Childhood Settings: A Grounded Theory Study	2